SEF
School Evaluation Form 201516 To be read in conjunction with the SEF data pack School Context Students
Heartlands High School (HHS) is an average sized school with 968 students on roll with 1080 planned places when full in 2017. There is a slight gender imbalance with 3.5% more boys than girls. On indicators of deprivation, HHS is in the highest percentiles with FSM at over double the national average at 59.7% and the school deprivation indicator at 0.55 significantly above the national average of 0.22. In addition there are higher than average numbers of SEND students, 8.8% of pupils in the school have EHCP and 18.6% require SEN support both significantly above the national average as well as 40.8% of students with a first language other than English. Students enter the school significantly below national averages.
Staffing
Elen Roberts is the Head of School. There are 175 employees of Heartlands High School. There are 75 teachers who work at HHS of which 6 are NQTs and 3 are undertaking initial teacher training. Of these 75, 3 work in the ASD provision. We currently have one long term supply teacher in Humanities.
Curriculum and timetable
Our curriculum is aimed at promoting academic excellence. In years 7 and 8 pupils study a broad and balanced foundation curriculum. Year 9 is a preparation stage where students refine their study in readiness for the examination stage in year 10 and 11. We have a broad, pathways offer at KS4 with an expectation that the majority of students study for the EBACC. This is supplemented by a strong SMSC curriculum.
Other features
The school has an ASD provision on site which caters for 25 students who have moderate to severe needs. Heartlands High School is a Heartlands Community Trust school; Simon Garrill is the executive head of the trust. Since the last inspection; March 2012
Areas of development
Impact statement
Secure consistently rapid and sustained rates of progress
Progress was outstanding across the curriculum in 2015. Data for current students indicates a continuing upward trend.
Provide opportunities for students to respond to marking
Focused Improvement time has been developed across the school and internal and external audits has seen this become embedded and had positive impact on rates of progress.
Ensure literacy interventions are high impact
Literacy interventions are now secure across the school and we have seen accelerated progress in reading ages.
Plan lessons which promote confidence and independence
Training and development has lead to formal observations, learning walks showing this to be a strength. Character programme has been developed to continually address this. Rates of progress support this development.
Match and adapt tasks and activities to the specific learning needs of groups and individuals and make well timed decisions about when to re shape tasks
6 principles of learning introduced through staff training and development. Independent learning led by HOF Eng on Leadership scale. Learning and teaching improved in this area as judged in lesson observations
Author and date: Elen Roberts 18/01/2016
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
Leadership and Management
Grade: Outstanding
Summary : We judge Leadership and Management as outstanding because there is an ambitious and explicit vision for the Academy. Senior and middle leaders drive high expectations through the school ethos, SEARCH (School matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations). Leaders are well informed and all stakeholders contribute effectively to the ambitious drive toward scholarly excellence and ambitious targets. This ethos is central in developing students SMSC education and has created a highly cohesive school community. Outstanding features
School leaders and governors have set the highest of expectations and are determined and capable of achieving excellence, creating a culture of aspiration.
Our pathways curriculum enables students to follow a course of study tailored to their needs and abilities which is broad and balanced. Pathways begin in Year 9 to develop individual talents and promote outstanding progress.
Evidence and Commentary
IIP accreditation 2012‐2013 showed the mission and values of the school are embedded and are at the heart of school strategy. Challenge partners review in 2015 cited that leaders have an excellent understanding of where the strengths of the school are, and the areas where there is a need for improvement. Governance has improved dramatically since the last inspection. Governors have a thorough understanding of the school’s strengths and weaknesses through regular reports from senior leaders. Leaders are challenged on various aspects of the school to ensure that they deliver outstanding outcomes. Governors led a consultation on Academy conversion to ensure that the best interests of the students were taken into consideration. Governors regularly undertake skills audits and have recently made appointments of highly skilled governors in the areas of finance, law, business and teaching and learning. This has led to a renewed focus upon ensuring a first class provision for students within the school. Leaders demand best value in all areas which has led to a well managed budget, ensuring academic interventions and staff CPD are ring fenced and prioritised. ● ● ● ● ●
Progress (including disadvantaged pupils) is outstanding and rising across the curriculum. The percentage of students achieving the EBacc is above national average in 2015 and this trend is predicted to continue in 2016 The percentage of pupils achieving A*‐A are higher than national average Students are guided in choosing pathways that will suit their abilities and ambitions. The majority of students are expected to study an EBacc suite of qualifications and undertake nine GCSEs, with an extended option for the more able Students who require additional support in literacy and numeracy have an adapted curriculum from year 7‐11
SEF data pack reference
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Teaching and Learning are scrutinised regularly and rigorously. In addition to scheduled monitoring, there is a culture of drop in both from peers and SLT and this is used to celebrate excellence and share best practice.
The MSER calendar clearly identifies monitoring periods for Performance Management, Work Scrutiny and Internal Review. These monitoring period allows robust and critical evaluation leading to clear actions as outlined in the SIP. This has led to a rise in pupil outcomes and improvements in teaching and learning. In areas where underperformance has been identified this has led to rapid improvements. There is a bespoke, valued programme of CPD for all staff which runs throughout the year in response to monitoring and evaluation. CPD is a great strength of the school and was highlighted by Investors in People and Challenge partners as highly valued by staff and having impact. There is a range of support available to staff to encourage a love of learning and research based approach to developing pedagogy. The school is in a local teaching alliance and networked learning community as well as being active partners with the institute of education, teaching leaders, teach first, middlesex university and challenge partners and PiXL. The school has an excellent recruitment and retention record and good staff health and wellbeing as recorded in September 2015 in a staff audit.
Safeguarding is effective.
Leaders in school work as part of multi agency teams to ensure students who are at risk are supported, monitored and valued. There is a good programme of training and student education around radicalisation and extremism. There is a comprehensive package of high quality training for staff in place to cover all aspects of safeguarding which leads to a swift response to any child of concern.
Author and date: Elen Roberts 26/01/2016 1
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
To continue to develop; please see SIP for full development plan available here: https://app.smartsheet.com/b/home login avilable through Maria Levenson ● Ensure Governors continue to systematically challenge senior leaders so that the effective deployment of staff and resources, including SEND funding, secures excellent outcomes for pupils. ● Ensure Leaders and Governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. ● Develop the leadership of the SEARCH ethos to have a greater impact across the school. ● Ensure safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. ● Lead changes on curriculum and assessment. ● Develop communication at all levels in the school which is of the highest quality and is effective. ● Explore Business case for the Sixth Form. Author and date: Elen Roberts 26/01/2016 2
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
Outcomes
Grade: Outstanding
Summary : We judge outcomes to be outstanding at Heartlands High School. The 2015 cohort entered the school with attainment which was significantly below national average and made outstanding progress to attain results at or above national average in most indicators. We are incredibly proud of the outcomes we achieved in 2015 but strive for more. We continue to set aspirational targets for current cohorts and have a clear plan for the transition to the new grading structure which retains an expectation of outstanding progress for all. We are working strategically to address in school variation between subject areas and groups and are confident that the progress of our current Year 11 students will exceed that of the 2015 cohort. Outstanding features
Pupils make sustained and substantial progress across the curriculum from lower than average starting points
Evidence and commentary
2015 Results: Overall KS4 value added was significantly above national average at 1019.2; Progress 8 score of 0.43 putting us in the top 11% of schools nationally. Projected 2016 Results: An increased predicted Progress 8 score of 0.65. Current Progress shows 8 Score of 0.27 which puts students on track to meet this..
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2015 Results: %5A*‐C with English & Maths was above national average at 59% ( Nat Ave: 56%) for students from starting points which were significantly below average.
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2016 results: Current predictions indicate that 65% of students will attain a good pass in both English and Maths 2015 Results: The percentage of students who achieved A*‐C in both Maths and English was 62%. ● ● ● ● ● ● ●
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78% of students achieved A*‐C in English Language and 31% A*/A (NA 2014 17%) 85% of students made expected progress in English Language (NA 69%) 53% made better than expected progress in English language (NA 30%) 72% of students achieved A*‐C in Maths; and 29% A*/A in (NA 2014 18%) 78% of students made expected progress in Maths (NA 66%) 44% of students made better than expected progress in Maths (NA 30%) The progress of students in English and Maths are both within the top 12% of schools nationally (English ‐ 12th Centile, Maths ‐ 9th Centile)
Projected 2016 Results: The predicted percentage of students achieving A*‐ C in English and Maths is 65%. ● ●
81% of students are predicted to achieve A*‐C in English Language 72% of students are predicted to achieve A*‐C in Maths
32% of students achieved the English Baccalaureate; 8% above the national average (24%) which is a reflection of our pathways curriculum which ensures that all students complete courses which offer the maximum challenge and support where needed. Projected 2016 Results: The predicted percentage of students achieving the Ebacc is 33% which would sustain last year’s results with a cohort of pupils with lower starting points than the previous year group
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Author and date: Elen Roberts 26/01/2016 3
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
The progress of disadvantaged students is excellent
2015 Results: 29% of students achieved 3+ A*/A (5% of low attainers on entry achieved at least 3 A*/A, 21% of middle attainers and 80% of high attainers) The overall Best 8 Value Added for High attainers was 1023.2 which is significantly above the national average of 999.9 and demonstrates that More Able learners make excellent progress at Heartlands. 2016 Results: 100% of High Attainers are predicted to achieve a good pass in English and Maths. The predicted Attainment 8 grade for this group is A, with a Progress 8 score of +0.67. These predictions indicate a continuing trend of outstanding achievement for this group of students.
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KS3: Students make excellent progress across KS3. From starting points which were significantly below national average, our 2015 Year 9 cohort ended KS3 with consistently high levels across the curriculum: 92% L5+/78% L6+ in English, 90% L5+/65% L6+ in Maths, 84% L5+ across the Ebacc suite of subjects. These results provide a promising platform for their achievement at GCSE level. In English, 70% of students made two full levels of progress and in Maths, 69% made two full levels of progress. Current Year 7, 8 and 9 cohorts show steady progress towards targets across the curriculum.
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2015 Results: The progress of disadvantaged pupils is significantly above that of disadvantaged students nationally (School VA for Disadv pupils: 1018, National VA for Disadv pupils: 975.9) and in line with the progress of Non‐Disadvantaged pupils in school (VA Non‐Disadv pupils: 1020)
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Free School Meals students made more progress across their best 8 subjects than Non‐Free School Meal students (Best 8 VA FSM Students: 1023.5, Best 8 VA Non‐FSM Students: 1014.8) The progress of Disadvantaged pupils in both English and Maths is above that of ‘Other Pupils’ nationally: ● ● ● ●
80% of Disadvantaged pupils made expected progress in English Language compared to 74% of other pupils nationally 43% of Disadvantaged pupils made better than expected progress in English Language compared to 34% of other pupils nationally 72% of Disadvantaged pupils made expected progress in Maths compared to 72% of other pupils nationally 37% of Disadvantaged pupils made better than expected progress in Maths compared to 35% of other pupils nationally
Projected 2016 Results: The predicted Progress 8 score for Pupil Premium students is +0.67, compared to +0.6 for Non‐Pupil Premium students suggesting a continuing trend of excellent progress for Disadvantaged students. The progress of pupils with SEND is improving
2015 Results: The progress of SEND K students is above that of SEND K pupils nationally (School SEND K VA:997.8, National SEND K VA: 972.1) This figure is below that of Non‐ SEND pupils at the school but is almost in line with all pupils nationally.
In 2015 the progress of 13 SEND E students was below that of SEND E students nationally (School SEND E VA:924.9, National SEND E VA: 975.2). There are a number of factors which have affected this outcome. Firstly, some of the students within this group had such complex needs that their progress was unlikely ever to rise above low and their achievements and progress need to be considered in a broader terms than purely academic achievement. For these students, case studies are available to evidence the sound progress that they made in a wide range of skills and how the interventions made by the school enabled them to make very successful transitions to Post 16 education courses, suitable to their needs. Projected 2016 Results: The predicted Progress 8 score for SEND K students is +0.3 which would represent progress which is significantly above that of all pupils nationally. In 2016 the progress of the 15 SEND E students in this cohort should again take account of individual circumstances ( 4 students in this group, for example, attend our Autism provision and are not studying a conventional curriculum) Nevertheless, strategic interventions for SEND E students are having a very positive impact on pupils in this group. The predicted progress 8 score for this group is currently ‐0.51 which has improved from ‐0.77 since July 2015.
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Author and date: Elen Roberts 26/01/2016 4
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
This cohort of pupils remain a key focus for us and strategies to raise their achievement are reviewed regularly. To continue to develop; please see SIP for full development plan, available here: https://app.smartsheet.com/b/home login available through Maria Levenson ● Ensure that across the English and Maths curriculum, current pupils continue to make and exceed expected progress ● Ensure that across the curriculum, current pupils make and exceed expected progress (Focus: Geography, Additional Science, MFL, Technology) ● Ensure that the progress of all groups (including SEND pupils), is exceeding national averages. The gap between the progress of SEND pupils and Non‐SEND pupils is closing ● Develop pupils’ understanding of their abilities and strengths in different subjects so that they can identify their areas for development and make rapid improvement ● Secure the impact of Literacy interventions throughout the school; develop readers who read widely and to a high standard ● Continue to ensure pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Author and date: Elen Roberts 26/01/2016 5
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
Teaching learning and assessment
Grade: Outstanding
Summary : we judge teaching, learning and assessment to be outstanding at Heartlands. We have a skilled and dedicated team of staff who are committed and determined to ensure that pupils make rapid and sustained progress. We have an approach to teaching and learning at Heartlands which is shared and understood; we teach using the Heartlands Lesson model and embed 6 shared principles of learning: We believe all lessons should be; Data led, Engaging, Built around assessment for learning, Supportive and challenging, Positive and valued and Progress focused. We have a very strong CPD programme and support staff to constantly strive to improve teaching, learning and assessment. Pupils love the challenge and creativity in lesson and show curiosity, resilience and scholarship. Outstanding features
Teaching is outstanding. The school offers students lessons which use data to plan, make effective use of assessment and support/challenge where needed.
Evidence of impact
SEF data pack reference
Current data shows that across all staff ● 28% of lessons were judged to be outstanding ● 83% good or better ● 12% required improvement ● 5% were inadequate Where teaching is good the principles of learning promoted at Heartlands are strong in particular students feel positive and valued, learning is engaging and teaching is progress focused. Teaching is especially strong in Maths, English, Art and Computing. We are a school dedicated to ITT and have Schools direct, Teach first and Student teachers on our staff. We believe in fostering the best practice from as early as possible in a teacher's career and invest in these programmes. We use a triangulation of lesson observation, work scrutiny, progress data and learning walks to arrive at these judgements. Support plans were effective in moving teachers from RI to Good in 2014‐15 and continue to be used to improve practice
Performance Management data: available on request from Maria Levenson
Teachers provide students with excellent feedback which pupils respond well to and use feedback effectively and pupils capitalise on the opportunity to undertake focused improvement time.
Whole School work scrutiny shows improved marking and feedback over time and show this as a strength. Marking and feedback was highlighted in our recent challenge partners review as being a strength and a key driving force for progress. Rapid and sustained progress is evident in student outcomes; reflecting the the impact of outstanding teaching over time. FIT time is skillfully embedded across the curriculum and students can confidently articulate how to improve and why this is important.
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Teachers embed reading writing and communication and where appropriate mathematics across the curriculum.
The first year of the programme has proved successful with:, ● accelerated improvements in reading age data show 13 Months of progress over 10 months. ● Improved engaged time with reading with average of 16 minutes a day per student ● A decrease in 23% of students considered at risk facing serious difficulties with long term literacy.
Parents are provided with excellent progress and attainment information at four points throughout the year. This enables pupils and parents to
Parents are given a report on progress and attainment 4 times a year during our AFA cycle. Parents have regular and structured opportunities to discuss progress and attainment with teachers these meetings are valued by al stakeholders and hae proven a great benefit and improve progress and promote constructive relationships with parents.
Author and date: Elen Roberts 26/01/2016 6
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
respond to feedback and make rapid progress.
Parental questionnaire shows a very high level of satisfaction, in particular: ● 80% of parents feel they are given good support their child’s learning and progress at home. ● 87% of parents feel their child is given ambitious, challenging targets to help them succeed
To continue to develop ; please see SIP for full development plan available here: https://app.smartsheet.com/b/home login avilable through Maria Levenson Improve all areas of learning to promote outstanding outcomes and create, eager curious learners who are resilient to failure through determined teaching. To particularly develop and secure consistent outstanding: ● Ensure teacher planning and delivery is data led to develop effective in‐class intervention. ● Plan and deliver effective support and challenge in lessons to ensure all pupils make outstanding progress. ● Develop use of the application stage to engage learners in extended/independent learning, to allow time for 'practice' and mastering skills. ● Ensure that assessment in all lessons, and over time, is used systematically to shape the learning to ensure outstanding progress. ● Ensure all home learning is challenging and deepens students understanding of work to come Support all staff to develop professionally and encourage a love of learning within an environment which encourages staff to be innovative and take risks in their learning. Author and date: Elen Roberts 26/01/2016 7
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
Behaviour and welfare
Grade: Outstanding
Summary : We judge this area to be outstanding. Pupils respond positively to the school’s high expectations of behaviour. There is a calm, purposeful atmosphere in lessons and robust systems for minimising the impact of low level disruption on learning. School leaders are visible and engaged in managing pupil behaviour around the school and in lessons and there is a high level of consistency among all staff in challenging infringements to the school code. High expectations of uniform, equipment and punctuality mean that students arrive at lessons ready to learn. Students have good manners and the school ethos (SEARCH), which emphasises Effort, Responsibility and Citizenship is very well understood by students. Strengths
Evidence
SEF data pack reference
Pupils are confident learners with an excellent attitude to learning and respect for others instances of low level disruption are rare and responded to with effective strategies and excellent whole school systems.
Lesson observations show a clear and consistent strength in this area. Parent and student feedback show positive experiences of behaviour with parental survey showing: 91% of parents believe that behaviour is good and allows their children to learn 91% of parents feel that the school has a good rewards system that motivates student learning and behaviour 92% of parents feel that poor behaviour is dealt with quickly and effectively A half termly MAP meeting ensures early intervention, including involvement by commissioned external professionals (EP, Police, EWO, CAMHS, behavioural specialists). Incidents of poor behaviour are addressed promptly and a system of daily detentions and Saturday detentions, followed by restorative conversations (R&R), deters students from repeating misdemeanours.
Pupils are safe and feel safe at all times. There is an open and trusting relationship between staff and students.
Survey of parents, staff and pupils about behaviour and safety are highly positive (June 2015). Parental questionnaires indicate that: 93% of parents believe that their children enjoy coming to school 98% of parents believe that their child feels safe in school 97% of Year 7 parents feel that their child has settled well at Heartlands Lesson observations show that behaviour management is good or better in 84% of lessons. Instances of bullying are rare and responded to robustly by leadership; there is a comprehensive anti‐bullying programme including student led resolutions. 69% of pupils reported that they have never been bullied 70% stated that they have not witnessed or been aware of bullying at Heartlands 95% would speak out about bullying to a teacher, friend, mentor, or parent. 87% felt that HHS deals with bullying effectively. 97% were clear on how to report bullying. (website, tutor/HoH, parent) 77% would use their tutor/Head of House or the school website to report on issues of bullying
Pupils value school and progress well.
From low starting points and with with high deprivation indicators 2015 figures show a 0% NEET outcome which we are determined to
Author and date: Elen Roberts 26/01/2016 8
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
They are well equipped for the next stage of their education.
replicate this year through a strong and determined AIG program. Last year pupils went on to study at a range of appropriate and varied destinations.
Pupils value their education few are absent or persistently absent; no groups are disadvantaged by low attendance. Pupils attend school on time and ready to learn.
Attendance and Punctuality rates at Heartlands sit above national averages. There is a comprehensive programme in place to improve attendance and this is run by the pastoral team who have developed effective approaches to improving attendance and punctuality. The overall attendance figure for 2014‐15 was 94.3% which is in line with the national average figure (94.8%) internal data for the year 2015‐16 so far show 94.47%. Persistent absence (below 85% attendance when published) is reducing and at 3.5% for 2013/14, is well below the national average of 6.6%. Particular areas of strength include: ● Persistent absence of pupils with SEN is particularly low in comparison to national averages ● The percentage of overall absence in relation to other schools with a similar FSM population is low. ● Attendance of students eligible for FSM is 93.5% compared with 91.1% nationally. ● Punctuality to school has improved significantly reducing from 3.7% of the cohort to 1.52%. ● Students on SA (94.9%) and SA+ (93.1%) have significantly better than national average figures (92.6% & 90.3% respectively).
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Exclusion
Fixed term exclusions at Heartlands are used as part of a host of interventions for students and are only ever used when a student has seriously breached the school code. ● In 2014‐15 there was an increase in FTEs for FSM and Black Caribbean students although these are still lower than 2010/11 figures as a percentage of the overall school population. ● We have reduced the number of Permanent exclusions from the previous two years despite an expansion in the cohort size ● There was a significant reduction in the number of students receiving internal exclusions last year, considering that we had an additional year group
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To continue to develop; please see SIP for full development plan available here: https://app.smartsheet.com/b/home login avilable through Maria Levenson ● Continue to develop pupils’ conduct by promoting the highest standards of behaviour; to ensure incidences of low‐level disruption are extremely rare and pupils are self‐disciplined. ● Ensure there is sustained improvement in pupils’ behaviour, for individuals or groups with particular needs ● Ensure pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. ● Develop pupils' ability to explain accurately and confidently how to keep themselves healthy. ● Improve pupils approach to preventing all forms of bullying, including online bullying and prejudice‐based bullying. ● Improve attendance to over 95%; showing pupils value their education and rarely miss a day at school. Ensure no groups of pupils are disadvantaged by low attendance. ● Build on the high quality, impartial careers guidance which helps pupils to make informed choices about which courses suit their academic needs and aspirations. Ensure that they are prepared for the next stage of their education, employment, self‐employment or training. ● Develop pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values. ● Review the transition programme for pupils into Year 7; plan transition for 2015‐16. Author and date: Elen Roberts 26/01/2016 9
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
Leadership and management Outstanding criteria ❏ Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary. ❏ Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. ❏ The school’s actions have secured substantial improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics. ❏ Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium,Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. ❏ Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas. ❏ Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school. ❏ Staff reflect on and debate the way they teach. They feel deeply involved in their own professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils. ❏ The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning. ❏ Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work. ❏ Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour. ❏ Safeguarding is effective. Leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. Pupils are listened to and feel safe. Staff are trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. Leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject of a multi‐agency plan. ❏ Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate. Teaching, learning and assessment Outstanding criteria ❏ Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected. ❏ Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced. ❏ Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up. ❏ Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support. ❏ Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively. ❏ Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come. ❏ Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. Author and date: Elen Roberts 26/01/2016 10
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
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For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words. Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning. Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra‐curricular activities. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve. Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve. Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.
Personal development, behaviour and welfare Outstanding criteria ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏
Pupils are confident, self‐assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self‐employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self‐disciplined. Incidences of low‐level disruption are extremely rare. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice‐based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well‐being. They have an age‐appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.
Outcomes for pupils Outstanding ❏ Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points. ❏ The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points. ❏ Pupils are typically able to articulate their knowledge and understanding clearly in an age‐appropriate way. They can hold thoughtful conversations about them with each other and adults. ❏ Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Pupils in Year 1 achieve highly in the national phonics check. ❏ For pupils generally, and specifically for disadvantaged pupils, disabled pupils and those who have special educational needs, progress is above average across nearly all subject areas. ❏ From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally. ❏ The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly. ❏ Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications. Compared with the national average for all pupils, Author and date: Elen Roberts 26/01/2016 11
Heartlands High School School Matters, Effort, Achievement, Responsibility, Citizenship, High Aspirations
higher proportions of pupils and of disadvantaged pupils, progress onto a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans.
Author and date: Elen Roberts 26/01/2016 12
